CONSIDERATIONS FOR PRACTICE
Is teaching adults different?
Based on the literature discussed here, the answer is both yes and no. Although
teachers perceive adults as being different, these perceptions do not
automatically translate into differences in approaches to teaching.
Perhaps a better way to frame the question is to ask "Should teaching adults
be different?" According to Darkenwald and Beder (1982), "the real issue is not
whether learner-centered methods are universally applied by teachers of adults,
but rather for what purposes and under what conditions such methods, and others
are most appropriate and effective and in fact used by teachers" (p. 153).
Gorham (1985), in citing studies that identified interaction patterns of
"master" preadult teachers as being less directive and more student-centered
than those of "average" preadult teachers, suggests that "the most cogent
prescription might be to define responsive teaching techniques as the approved
practice for educators at all levels..." (p. 207).
Based on these observations, some considerations for practice emerge. 1.
Determine the purpose of the teaching-learning situation. The andragogical or
learner-centered approach is not appropriate in all adult education settings
(Feuer and Geber 1988). The decision about which approach to use is contextual
and is based upon such things as the goals of the learners, the material to be
covered, and so forth. 2. Provide opportunities for teachers to practice
learner-centered methods. Gorham (1984) suggests training teachers in techniques
especially suitable for adult students, such as small-group discussion methods,
effective use of nontraditional room arrangements, and so forth. 3. Select
teachers on the basis of their potential to provide learner-centered
instructional settings. Gorham's (1984, 1985) study identified some
characteristics of teachers who seemed to be more flexible and responsive in
adult settings. However, she also suggests that more research is needed.
Most of these are first day "getting to know you" activities for the F2F classroom. Some can be re-conceptualized however, for the online learning environment.
